West Long Branch School District Violence Prevention Education

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West Long BranchSchool DistrictViolence
Prevention Education

• Kindergarten Eighth
• Grades
• Presented by Ms. Jodi Bocco- School Counselor/SAC
• MSEd., CPS

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Curriculum

• B.A.B.E.S.- Kindergarten and First Grades
• Primary Project- Kindergarten 3rd
• Promoting Alternative Thinking Strategies K-8
• Social Decision Making and Problem Solving for
  Elementary School- 1st 4th .
• D.A.R.E. - 5th grade (10 lessons)
• Social Problem Solving and Decision Making for
  the middle school- 5th 7th
• Project Alert- 6th and 7th Grades
• Life Skills Education- 8th

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B.A.B.E.S.Kindergarten and First Grade

• Funded by Coastal Alliance
• Presented by Shannon Berry
• 8 Lessons

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Primary Project

• A school based prevention program designed to
  enhance school related competencies and reduce
  social, and school adjustment difficulties in
  youth.
• Defining Project
• Helps students adjust to school
• Helps students beginning to have
  difficulties socially, emotionally, and/or
• academically.
• Provides support and focuses on enhancing
• skills to students who are identified and
• referred to the program. Please
  contact
• Ms. Bocco if you would like your
  child to
• participate.

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Social Decision Makingand Problem Solving

• A program that teaches all children to think
  clearly when under stress.
• The program is curriculum-based and occurs in
  three developmental phases.
• The readiness phase- targets self-control, group
  participation, and social awareness skills.
• The instructional phase- teaches an eight-step
  social decision-making strategy to students.
• The application phase- teaches children to use
  these skills in real life interpersonal and
  academic situations.

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Promoting Alternative Thinking strategies

• PATHS is based on the Affective-behavioral-Cogniti
  ve-Dynamic (ABCD) Model of Development- to fully
  understand ones own behaviors, those of another
  person, or interpersonal interactions, it is
  necessary to take emotions, thoughts, and
  communication skills into account.

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PATHS also emphasizes development of the
following attributes

• Self-Esteem and self-confidence
• Self-control
• Frustration tolerance
• Anger management
• Locus of control/ personal responsibility
• Attention and concentration
• Reflectivity VS. impulsivity
• Emotional understanding
• Identification, internalization, and guilt
• Feelings vs. behaviors (all feelings are okay,
  some behaviors are not okay)
• Emotions as a form of communication

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D.A.R.E.

• Drug Abuse Resistance Education
• A Decision-making Model- given in 10 lessons to
  5th graders.
• In the tenth lesson students are given the
  opportunity to make a public statement about
  their choices to resist drugs and violence in a
  group assembly.
• Students receive D.A.R.E. graduation
  certificates.
• Taught by Local Law Enforcement-

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Project Alert

• Has been designated an Exemplary Model Program.
  It dramatically reduces both the onset and
  regular use of substances among middle grade
  youth.
• It is a two year, fourteen- lesson program
• which focuses on the substances that adolescents
  are most likely to use
• Alcohol
• Tobacco
• Marijuana
• Inhalants.
• Stimulants
• Steroids

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Project Alert helps adolescents

• Understand the consequences of using drugs
• Develop reasons not to use
• Recognize that most people do not use drugs
• Understand the benefits of being drug-free
• Identify and counter pro-drug pressures
• Resist advertising appeals
• Learn how to quit
• Support others in their decisions not to use
• Communicate with parents
• Recognize alternatives to substance abuse

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Life Skills Training 8th grade

• Program Description
• Overview
• Life Skills Training (LST) is the highest rated,
  recommended and researched school-based substance
  abuse prevention program today. It is uniquely
  designed, proven effective, and grounded in over
  20 years of research. Rather than simply teaching
  information about drugs, Life Skills combats the
  underlying causes of substance use.

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Life Skills Training Components

• The LifeSkills program consists of three major
  components that cover the critical domains found
  to promote drug use. Research has shown that
  students who develop skills in these three
  domains are far less likely to engage in a wide
  range of high-risk behaviors. The three
  components include
• Drug Resistance Skills enable young people to
  recognize and challenge common misconceptions
  about tobacco, alcohol and other drug use.
  Through coaching and practice, they learn
  information and practical ATOD (Alcohol, Tobacco,
  and Other Drug use) resistance skills for dealing
  with peers and media pressure to engage in ATOD
  use.
• Personal Self-Management Skills teach students
  how to examine their self-image and its effects
  on behavior set goals and keep track of personal
  progress identify everyday decisions and how
  they may be influenced by others analyze problem
  situations, and consider the consequences of each
  alternative solution before making decisions
  reduce stress and anxiety, and look at personal
  challenges in a positive light.
• General Social Skills teach students the
  necessary skills to overcome shyness, communicate
  effectively and avoid misunderstandings, initiate
  and carry out conversations, handle social
  requests, utilize both verbal and nonverbal
  assertiveness skills to make or refuse requests,
  and recognize that they have choices other than
  aggression or passivity when faced with tough
  situations.

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Resiliency Based Instruction

• Goals To develop social competence,
  problem-solving skills, a critical consciousness,
  autonomy, and a sense of purpose.
• Social Competence
• Responsiveness to others
• Flexibility,
• Empathy
• Communication skills
• A sense of humor

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Problem Solving and SocialConsciousness

• Problem-solving skills
• Ability to plan
• To be resourceful in seeking help from others
• To think critically, creatively, and reflectively
• Critical consciousness
• To be aware of values and how their behavior
  effects others- reflective awareness.
• Creating strategies for overcoming negative
  social
• behavior (racism, bias, bullying and
  harassment).

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Autonomy

• Having a sense of ones own identity and an
  ability to act independently improved by
  developing
• Assertiveness- communication skills
• Refusal skills- dealing with peer pressure
• Coping skills- listing ways to deal with stress
  that are healthy and safe
• Self-efficacy- taking initiative for their own
  health and safety with an innate desire to reach
  their potential academically, emotionally, and
  socially.
• Distancing themselves from others with negative
  behavior.

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Sense of Purpose

• A positive feelings about their future
• Developing goals and direction
• Educational aspirations
• Achievement motivation
• Persistence
• Hopefulness
• Optimism
• Spiritual connectedness

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Protective Factors

• Caring and supportive relationships
• Family
• Community
• School
• Positive and high expectations
• Discuss goals with your children
• Affirm and encourage
• Opportunities for meaningful participation
• Service Learning
• Peer leadership
• Athletics/Extra-curricular activities- clubs etc.

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Creating a Protective Shield

• Together we can help all students thrive socially
  and academically.
• We must continue to address basic human needs for
  support, respect, and belonging.
• Motivation for learning is encouraged
• Reciprocal caring and respectful relationships
  are encouraged.
• Helping your child feel that he or she has a
  place in society, that they are loved, and they
  can be successful.
• Parents and teachers continuing to work together
  addressing the needs and abilities of every
  child.

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Thank you for Taking the time to View this.

• If you have a question that was not answered
  and/or would like more information regarding
  these programs, please call the school and ask
  for
• Mrs Bocco at extension 1238.

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